Date of Award
1-1-2019
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Curriculum and Instruction
First Advisor
Maria Del Carmen Salazar, Ph.D.
Keywords
Charter schools, Community-based research, Critical indigenous methodology, Decolonization, Professional development, Tribal critical race theory
Abstract
Conventional research in the social sciences roots itself in the colonial surmise behind the supremacist ideologies of Western and White knowledge, ways of living, people, and institutions. The well-established hegemony of the Western positivist research paradigm encourages a paternalistic and asymmetrical researcher-researched relationship, which reserves “legitimate” knowledge creation for an elite few. In this way, research traditions have largely functioned to uphold the status quo, especially when conducted with Indigenous peoples. Community-based research challenges the positivist empire by emphasizing community knowledge in researcher-community collaborations for the sake of taking action on community-identified issues. Mutually-beneficial researcher-community partnerships are especially relevant to research with Indigenous communities, who continue to fight marginalizing policies and practices in their fight for self-determination and tribal sovereignty. This critical case study highlights community voices as it tells the story of a CBR venture with non-Indigenous researchers and a school serving a Navajo community. Critical Indigenous Research Methodology (CIRM) (Brayboy et al., 2012) guided the process and findings illustrate the potential of CIRM to support CBR that: (a) disrupts rigid institutional norms; and (b) integrates IWOK. Implications for schools, researchers, and communities are outlined.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Alicia Brianna Saxe
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
329 p.
Recommended Citation
Saxe, Alicia Brianna, "Alliances and Accomplices Rise: A Critical Look at a Partnership with a School Serving an Indigenous Community" (2019). Electronic Theses and Dissertations. 1688.
https://digitalcommons.du.edu/etd/1688
Copyright date
2019
Discipline
Social research, Education, Native American studies